Inclusive classroom norms, children's sympathy, and intended inclusion toward students with hyperactive behavior

Gasser, Luciano; Grütter, Jeanine; Torchetti, Loredana

Inclusive classroom norms, children's sympathy, and intended inclusion toward students with hyperactive behavior

Dateien

Zu diesem Dokument gibt es keine Dateien.

Datum

2018

Autor:innen

Gasser, Luciano

Grütter, Jeanine

Torchetti, Loredana

DOI (zitierfähiger Link)

https://doi.org/10.1016/j.jsp.2018.10.005

Sammlungen

Psychologie

Publikationstyp

Zeitschriftenartikel

Publikationsstatus

Published

Erschienen in

Journal of School Psychology. Elsevier. 2018, 71, pp. 72-84. ISSN 0022-4405. eISSN 1873-3506. Available under: doi: 10.1016/j.jsp.2018.10.005

Zusammenfassung

As the classroom represents an important social context for the development of out-group attitudes, the current study investigated the role of inclusive classroom norms for students' attitudes toward hyperactive peers. The study included 1209 Swiss children from 61 school classes who were surveyed in the fifth grade (T1) and in the sixth grade (T2) (M_ageT1 = 11.55 years, M_ageT2 = 12.58 years). Students' attitudes toward hyperactive children was assessed by self-reports on students' sympathy and intended inclusion toward hypothetical children who show hyperactive behavior. Moreover, students rated their classmates' inclusive attitudes. Analyses with an autoregressive multilevel path model revealed that inclusive classrooms norms in the fifth grade predicted students' sympathy and intended inclusion toward hyperactive children in the sixth grade. The results implicate that group-level analyses are important in order to explain hyperactive children's peer group problems.

Fachgebiet (DDC)

150 Psychologie

Schlagwörter

Classroom norms, Sympathy, Attitudes toward inclusion, Hyperactivity

Zitieren

ISO 690

GASSER, Luciano, Jeanine GRÜTTER, Loredana TORCHETTI, 2018. Inclusive classroom norms, children's sympathy, and intended inclusion toward students with hyperactive behavior. In: Journal of School Psychology. Elsevier. 2018, 71, pp. 72-84. ISSN 0022-4405. eISSN 1873-3506. Available under: doi: 10.1016/j.jsp.2018.10.005

BibTex

@article{Gasser2018Inclu-49838,
  year={2018},
  doi={10.1016/j.jsp.2018.10.005},
  title={Inclusive classroom norms, children's sympathy, and intended inclusion toward students with hyperactive behavior},
  volume={71},
  issn={0022-4405},
  journal={Journal of School Psychology},
  pages={72--84},
  author={Gasser, Luciano and Grütter, Jeanine and Torchetti, Loredana}
}

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    <dcterms:abstract xml:lang="eng">As the classroom represents an important social context for the development of out-group attitudes, the current study investigated the role of inclusive classroom norms for students' attitudes toward hyperactive peers. The study included 1209 Swiss children from 61 school classes who were surveyed in the fifth grade (T1) and in the sixth grade (T2) (M&lt;sub&gt;ageT1&lt;/sub&gt; = 11.55 years, M&lt;sub&gt;ageT2&lt;/sub&gt; = 12.58 years). Students' attitudes toward hyperactive children was assessed by self-reports on students' sympathy and intended inclusion toward hypothetical children who show hyperactive behavior. Moreover, students rated their classmates' inclusive attitudes. Analyses with an autoregressive multilevel path model revealed that inclusive classrooms norms in the fifth grade predicted students' sympathy and intended inclusion toward hyperactive children in the sixth grade. The results implicate that group-level analyses are important in order to explain hyperactive children's peer group problems.</dcterms:abstract>
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